Kindergarten Science Teaching Activities Of Teachers Teaching Language

Teaching language which determines the quality of teaching outcome and the level of early childhood development is the connection bridge between children and teachers,and is the key to teaching activities to be conducted.This paper is based on the domestic and international research status,use Lev Vygotsky" Zone of proximal development" as the theoretical basis of psychology, use Austin's "Speech Act Theory" as the pragmatic Study of theoretical basis, use the interviews with kindergarten teachers as a reference point.It analysed the teaching language of teachers in teaching activity in the kindergarten,the outcome as following:Teaching languages can be divided into questions language, feedback language, presentation language, direction words, dimension sequence language, call language. The questions language is comprised of consulting questions,spontaneous questions and feedback questions.The class of consulting include two types which are "who knows" and "good or bad".Spontaneous class are composed of three types including selective,non-selected and questions with answers.The class of feedback include types of positive feedback, negative feedback and neutral feedback.Positive feedback include "repeat","repeated and is or not","direct assessment", "evaluation and repeat" and "rich answers".On base of these six types, It analysed the expression forms of common inspiring language and concluding remarks.Forms of expression include showing materials, questions that what are imported; questions imported in real and virtual situations presentation materials imported.The expressing form of concluding remarks require students to participate in activities or the actual operation, and extend to the family education.On the basis of these above, according to Vygotsky's "Zone of Proximal Development theory" and Austin's "Speech Act Theory ", It analysed the main problems of the invalid instruction lie in the scientific issues, logical problems, indicating that the problem is unknown, repeated questions, reverse the problem and the problems mismatching teaching language.Kindergarten have formed more complete model on teaching language in the scientific activities.but also reflected some problems. Tendency of teachers to control children was obvious; Valuing formation of skill of knowledge, and neglecting the cultivation of emotion; Using teaching language in patterns and lacking innovation; Teaching words are expressed weakly with many wrong sentences. For this, It proposed to strengthen the study of educational theory, and change into educational practice in the grander scheme; Focusing on the accumulation of teaching language, pursuing innovation of teaching language; Persisting in teaching reflection to encourage oneself to continue to improve; Carrying out discussion about teaching language, helping each other to grow. Theories of education to be established include concept of equality between teachers and children, "communication" type of teaching, open curriculum, and comprehensive development. On the microscopic level, we should pay attention to that appropriate and timely questions are emphasis of teaching language; Accuracy, refinement are the most important requirements for teaching language; using the language of children to explain scientific terms, but we can not change them.This paper consists of five parts:Part I:To clarify the origin, purpose and meaning of the research on this subject.Part II:To discuss and present the domestic and international research on situation and theoretical basis of the teaching language, and then define related concepts.Part III:To introduce specific content of this study, the selection of object of study, methods of research and data processing.Part IV:To present the results observed in this study on the basis of data analysis.Part V:The conclusion, educational recommendations for the conclusion and deficiencies of this study.